About this Framework

 

A Look at the QPTS Coherence Framework

The Instructional Core

The instructional core at the center of the QPTS wheel demonstrates the cyclical relationship between the teacher – his/ her choices for and delivery of instruction, the student – his/her identified learning needs and learning preferences, and the content expectations. Effective instructional planning takes all of these factors into consideration, determining which QPTS should be used for instruction based on the content and the student’s learning needs.

Three Foundational Strategies

The outer ring of the QPTS features the three foundational strategies – Literacy (Listening, Speaking, Reading, Writing), Assessment and Feedback, and Student Goal-Setting. These three strategies should be present throughout each instructional unit. Planning for instruction should begin with an understanding of where students are in their learning of the content (through assessment), assuring that students understand their learning goals and are able to communicate and plan for their own learning, and identifying students’ literacy needs in relation to the content (i.e., do they have the literacy skills needed to make meaning of the content). Students’ engagement with and success learning the content should be assessed and feedback provided throughout the learning activities, in order to assure students are meeting learning goals and gaining required literacy skills. The three foundational strategies thus interplay throughout an instructional unit and reinforce all other strategies.

Frequently Used Strategies

The inner ring of the QPTS wheel identifies the frequently used strategies that research has shown to be most effective in student learning across subjects and grade levels. These strategies should be selected and used based on the specific content to be learned and the characteristics of the students (including prerequisite learning and learning preferences). The frequently used strategies may be used together as many of these strategies are interdependent. However, there also are times when a single strategy will prove most effective.

Technology—Enhancing and Supporting the Other Strategies

Technology, the final strategy, is interwoven between and among the foundational and the frequent-use strategies. The use of digital content and digital resources for instruction should enhance and support the other QPTS. Technology does not stand alone, but rather is a method for employing the other strategies. Technology can enhance instructional effectiveness through increased student engagement, differentiation of instruction and learning, and/or giving students ownership of their own learning.